AS
HISTORY
Paper 1C The Tudors: England, 1485–1547
Mark scheme
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the
relevant questions, by a panel of subject teachers. This mark scheme includes any amendments
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MARK SCHEME – AS HISTORY PAPER 1C – SPECIMEN
AS History Paper 1 Specimen Mark Scheme
1C The Tudors: England, 1485–1547
Section A
0
1
With reference to these extracts and your understanding of the
historical context, which of these two extracts provides the
more convincing interpretation of the effectiveness of Wolsey
as the King’s principal minister?
[25 marks]
Target: AO3
Analyse and evaluate, in relation to the historical context, different ways in which
aspects of the past have been interpreted.
Generic Mark Scheme
L5:
L4:
L3:
L2:
L1:
Answers will display a good understanding of the interpretations given in
the extracts. They will evaluate the extracts thoroughly in order to provide
a well-substantiated judgement on which offers the more convincing
interpretation. The response demonstrates a very good understanding of
context.
21-25
Answers will display a good understanding of the interpretations given in
the extracts. There will be sufficient comment to provide a supported
conclusion as to which offers the more convincing interpretation. However,
not all comments will be well-substantiated, and judgements may be
limited. The response demonstrates a good understanding of context.
16-20
The answer will show a reasonable understanding of the interpretations
given in the extracts. Comments as to which offers the more convincing
interpretation will be partial and/or thinly supported. The response
demonstrates an understanding of context.
11-15
The answer will show some partial understanding of the interpretations
given in the extracts. There will be some undeveloped comment in relation
to the question. The response demonstrates some understanding
of context.
6-10
The answer will show a little understanding of the interpretations given in
the extracts. There will be only unsupported, vague or generalist comment
in relation to the question. The response demonstrates limited
understanding of context.
1-5
Nothing worthy of credit.
0
Indicative content
aqa.org.uk
Copyright © 2014 AQA and its licensors. All rights reserved.
AQA Education (AQA) is a registered charity (registered charity number 1073334) and a company limited by guarantee registered in
England and Wales (company number 3644723). Registered address: AQA, Devas Street, Manchester M15 6EX
7 November 2014
MARK SCHEME – AS HISTORY PAPER 1C – SPECIMEN
Note: This content is not prescriptive and students are not obliged to refer to the
material contained in this mark scheme. Any legitimate answer will be assessed on
its merits according to the generic levels scheme.
In responding to this question, students may choose to respond to each extract in turn, or to
adopt a more comparative approach of individual arguments. Either approach could be
equally valid, and what follows is indicative of the evaluation which may be relevant.
Extract A
Students could assess the extent which the interpretation is convincing by drawing on
contextual knowledge to corroborate as follows:
•
•
the argument that Wolsey was unpopular can be corroborated by contextual
knowledge by reference to his position by 1529 and the little support he received
the argument that Wolsey’s foreign policy was a failure in relation to the annulment
can be corroborated by contextual knowledge that this was probably the case, as
can the argument that the situation in Italy was probably beyond his control.
Students could assess the extent to which the interpretation is not convincing by drawing on
contextual knowledge to challenge as follows:
•
•
the argument that Wolsey did little more than keep the peace and dispense justice
can be challenged by contextual knowledge that Wolsey carried out several
important reforms in his domestic policy
Extract A suggests that Wolsey was merely an efficient administrator which can be
challenged by contextual knowledge of the offices he held, the wealth he
accumulated and his vanity.
Extract B
Students could assess the extent to which the interpretation is convincing by drawing on
contextual knowledge to corroborate as follows:
•
•
•
the argument that Wolsey effected the spirit of a renaissance prince can be
corroborated by contextual knowledge of Wolsey’s interests in education and his
ambitions
the argument that Wolsey was ruthless and deliberately relied on new men can be
corroborated by contextual knowledge of his actions and his promotion of men like
Cromwell
the description of Wolsey as a great man can be corroborated by contextual
knowledge of his long and unchallenged influence on the King and by his wealth and
the offices he held.
Students could assess the extent to which the interpretation is not convincing by drawing on
contextual knowledge to challenge as follows:
•
•
the argument that Wolsey was ‘unseeing in an age of vision, an administrator rather
than a creator’ might be challenged by contextual understanding of Wolsey’s reforms
and vision in foreign policy for most of his ministry
the extent to which Henry could implement his reformation without interference from
4 of 10
MARK SCHEME – AS HISTORY PAPER 1C – SPECIMEN
abroad might be challenged by contextual understanding that the reformation
proceeded as it did because of concerns of foreign interference.
Section B
0
2
‘The consolidation of royal authority, in the years 1487 to 1509,
[25 marks]
5 of 10
MARK SCHEME – AS HISTORY PAPER 1C – SPECIMEN
was due to Henry VII’s control over the nobility.’
Explain why you agree or disagree with this view.
Target: AO1
Demonstrate, organise and communicate knowledge and understanding to analyse
and evaluate the key features related to the periods studied, making substantiated
judgements and exploring concepts, as relevant, of cause, consequence, change,
continuity, similarity, difference and significance.
Generic Mark Scheme
L5:
L4:
L3:
L2:
L1:
Answers will display a good understanding of the demands of the question.
They will be well-organised and effectively communicated. There will be a
range of clear and specific supporting information showing a good
understanding of key features and issues, together with some conceptual
awareness. The answer will be analytical in style with a range of direct
comment leading to substantiated judgement.
21-25
Answers will show an understanding of the question and will supply a
range of largely accurate information which will show an awareness of
some of the key issues and features. The answer will be effectively
organised and show adequate communication skills. There will be
analytical comment in relation to the question and the answer will display
some balance. However, there may be some generalisation and
judgements will be limited and only partially substantiated.
16-20
The answer will show some understanding of the full demands of the
question and the answer will be adequately organised. There will be
appropriate information showing an understanding of some key features
and/or issues but the answer may be limited in scope and/or contain
inaccuracy and irrelevance. There will be some comment in relation to the
question.
11-15
The answer will be descriptive or partial, showing some awareness of the
question but a failure to grasp its full demands. There will be some attempt
to convey material in an organised way although communication skills may
be limited. There will be some appropriate information showing
understanding of some key features and/or issues, but the answer may be
very limited in scope and/or contain inaccuracy and irrelevance. There will
be some, but limited, comment in relation to the question and statements
will, for the most part, be unsupported and generalist.
6-10
The question has not been properly understood and the response shows
limited organisational and communication skills. The information conveyed
is irrelevant or extremely limited. There may be some unsupported, vague
or generalist comment.
1-5
Nothing worthy of credit.
0
Indicative content
Note: This content is not prescriptive and students are not obliged to refer to the
6 of 10
MARK SCHEME – AS HISTORY PAPER 1C – SPECIMEN
material contained in this mark scheme. Any legitimate answer will be assessed on
its merits according to the generic levels scheme.
Arguments suggesting that the consolidation of royal authority was due to
Henry VII’s control over the nobility might include:
•
•
•
•
•
•
•
•
the relationship with the nobility fundamentally changed under Henry VII. He
deliberately drew them more into the work of central and local government
there was a shift away from the established nobility of the court and more to the
interests of the gentry who benefitted from education at the Inns of Court or indeed
who profited from royal patronage
the King’s reliance on bureaucratic ministers rather than the nobility might be
interpreted as part of an anti-noble bias
the use of recognisance became a central feature of this control and of the councillor
as opposed to noble solution to problems of control and authority
Henry proved reluctant to grant land and titles which might then assist in the
elevation of powerful families at court
the use of Attainder is well-known and was effectively deployed at times of apparent
crisis
Henry carefully enforced his feudal rights, especially acting against illegal retaining
and maintenance
the extensive use of bonds served to prevent potential unrest from the noble class.
Alternative arguments might include:
•
•
•
•
•
•
Henry’s management of central and of local government was increasingly effective
Henry increasingly managed his own finances, especially Crown lands and feudal
dues, all of which served to increase royal authority
Henry created a myth of kingship fairly rapidly, both in the use of royal propaganda
but also in the elevation of the person of the king in court ceremony, deployment of
title and even representation on coinage. Henry was keen to separate the majesty of
kingship from the factional rivalry of the past few decades
the use of the Counsel, combined with royal patronage, to shift authority closer to the
person of the king and his bureaucracy and away from local magnates
Henry reduced the powers of the sheriffs and elevated that of the JPs. This ensured
that Henry was able to move appointees around local areas but also that the office
was filled increasingly with his own placemen reliant upon the good will of the King
alone
Henry retained a tight control over the Church and continued as a very effective
agent of his own authority in the localities. Bishops were treated respectfully but in
exactly the same manner as the nobility who might prove a potential challenge to the
King’s authority.
7 of 10
MARK SCHEME – AS HISTORY PAPER 1C – SPECIMEN
0
3
‘Protestant ideas were responsible for the development of the
English Reformation in the years 1529 to 1547.’
Explain why you agree or disagree with this view.
[25 marks]
Target: AO1
Demonstrate, organise and communicate knowledge and understanding to analyse
and evaluate the key features related to the periods studied, making substantiated
judgements and exploring concepts, as relevant, of cause, consequence, change,
continuity, similarity, difference and significance.
Generic Mark Scheme
L5:
L4:
L3:
L2:
L1:
Answers will display a good understanding of the demands of the question.
They will be well-organised and effectively communicated. There will be a
range of clear and specific supporting information showing a good
understanding of key features and issues, together with some conceptual
awareness. The answer will be analytical in style with a range of direct
comment leading to substantiated judgement.
21-25
Answers will show an understanding of the question and will supply a
range of largely accurate information which will show an awareness of
some of the key issues and features. The answer will be effectively
organised and show adequate communication skills. There will be
analytical comment in relation to the question and the answer will display
some balance. However, there may be some generalisation and
judgements will be limited and only partially substantiated.
16-20
The answer will show some understanding of the full demands of the
question and the answer will be adequately organised. There will be
appropriate information showing an understanding of some key features
and/or issues but the answer may be limited in scope and/or contain
inaccuracy and irrelevance. There will be some comment in relation to the
question.
11-15
The answer will be descriptive or partial, showing some awareness of the
question but a failure to grasp its full demands. There will be some attempt
to convey material in an organised way although communication skills may
be limited. There will be some appropriate information showing
understanding of some key features and/or issues, but the answer may be
very limited in scope and/or contain inaccuracy and irrelevance. There will
be some, but limited, comment in relation to the question and statements
will, for the most part, be unsupported and generalist.
6-10
The question has not been properly understood and the response shows
limited organisational and communication skills. The information conveyed
is irrelevant or extremely limited. There may be some unsupported, vague
or generalist comment.
1-5
Nothing worthy of credit
0
8 of 10
MARK SCHEME – AS HISTORY PAPER 1C – SPECIMEN
Indicative content
Note: This content is not prescriptive and students are not obliged to refer to the
material contained in this mark scheme. Any legitimate answer will be assessed on
its merits according to the generic levels scheme.
Arguments in support:
•
•
•
•
•
•
Tyndale’s translation of the Bible, although from abroad, was critical in keeping the
reformist tendencies current in England
in the early stages of the Reformation, there was a ‘Protestant faction’ at court
supported by Anne Boleyn. This faction survived both Anne’s execution and
Cromwell’s fall, particularly in the person of Thomas Cranmer
it would be difficult to suggest that Protestant ideas from Europe were not at least
part of intellectual discourse in England
Protestant ideas from the continent circulated widely thanks to the development of
the printing press
some Protestant ideas were clearly present and influential, not least the translation
of the Bible into English
opposition to the Cult of Relics and to the sale of indulgences was a feature of early
reformist discourse in England.
Alternative arguments:
•
•
•
•
•
•
•
Protestants seemed to be in a weak position in England in the early 1530s, many
having followed Tyndale into exile in Antwerp
the royal proclamation of June 1530 prohibited the production or even circulation of
any texts from this exiled group, or even of English translations of the Bible
the Ten Articles of 1536 might be viewed as theologically conservative and not a
statement of protestant ideas as much as an effort to improve the administration of
the Church
the fall of Cromwell in 1539 pushed protestant ideas back into academic circles and
away from the doctrinal orthodoxy of Henry
the Act of Six Articles proved a complete defeat for Protestant ideas resulting in the
resignation of Latimer
the marriage to Catherine Parr in July 1543 probably did more to introduce
protestant ideas than any great conversion to protestant ideas by Henry
the emergence of a reform group at court thus had more to do with factional politics
than the ideas of the Protestants.
9 of 10
aqa.org.uk
Copyright © 2014 AQA and its licensors. All rights reserved.
AQA Education (AQA) is a registered charity (registered charity number 1073334) and a company limited by guarantee registered in
England and Wales (company number 3644723). Registered address: AQA, Devas Street, Manchester M15 6EX
7 November 2014